Differences In Academic Achievement as A Function of Parenting Styles

Abstract

The objective of the present study was to examine
academic achievement as a function of parenting styles. A parenting ·
style scale was administered to a random sample of 560 students from four
junior secondary schools. Besides, for each student, average academic
achievement scores of four yeafS were obtained from school records. Chi·
square and analysis of variance ~e re employed in data analyses. The
results indicated statistically significant differences in academic
achievement in favour of students from authoritative homes. No substantial
differences were observed in academic achievement of children from
authoritarian, indulgent, and neglectful homes